Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536196
Title: Teachers confronted with an educational innovation : the case of the Introduction of the Computers in Cyprus Primary Classroom (ICCPC)
Author: Michaelidou, Athena
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 1998
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Abstract:
The purpose of this thesis is to describe the teacher's voluntary involvement in a current example of an educational innovation implemented in Cyprus. The broad argument of the thesis is that the teacher is the most important contributor to the successful implementation of the innovation. Chapter One introduces the problem and identifies the main research questions: • What are the views of the teachers, at both the organisational and the personal level, when confronted with an educational innovation, e.g. the ICCPC programme, concerning their own role in the setting? • Is it possible to profile the range of responses that might be anticipated among teachers when confronted with an innovation? • What are the specific implications for successful involvement of the teacher in the innovation? Then Chapter Two draws on the issues of curriculum development, innovation and change in education, in an attempt to present the main concepts that this thesis examines. Chapter Three presents the main literature review on the teacher's role in an educational innovation and change. Chapter Four presents a selected review of the literature on issues concerning the Introduction of the Computers in Education, as an example of educational innovation. Chapter Five provides the reader with certain information about the Cyprus Educational System and the structure of the case under investigation, the Introduction of the Computers in the Cyprus Primary Classroom (ICCPC). Chapter Six presents the methodological decisions of the empirical research undertaken. Both quantitative and qualitative methods were undertaken in order to enable an overall conclusion on the topic. In Chapter Seven the quantitative results as emerging from a questionnaire survey among all the teachers participating in the project are presented. Chapter Eight presents the results of the in-depth interviews that were conducted to a sample of nine teachers involved in the ICCPC. Further on, Chapter Nine presents the discussion of the results of this thesis and provides the overall view of the teacher's involvement in the innovation. It answers to the first research questions, presenting the teacher's role in the ICCPC and the teacher's profile while involved in the innovative setting. Finally, this thesis concludes with Chapter Ten, providing specific implications for successful implementation of the educational innovation and mainly successful involvement of the teacher in this setting, in a collaborative and decentralised approach.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.536196  DOI: Not available
Keywords: Learning, Curriculum and Communication
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